Siinviidatu leidis oma koha peamiselt seetõttu, et viitab kaude ühele pealtnäha iseenesestmõistetavale, kuid sisuliselt harva ennast ilmutavale seosele: praktilise õppetöö korralduse seostele haridusasutuse juhtimismehhanismide ja praktikatega. Tekst on “tudengikiri” – sugugi mitte halvustavalt! – ja seetõttu võib võrdlusena paljudele huvi pakkuda, kuid peamine vihje minule, mida tekstis küll selliselt ei esitata, oli seotud organisatsiooniliste ja õppetöö praktikate sünteesis.

Tekst on vabalevis ja pikka kommentaari ei vaja.

Kontekstiks:

According to the relativistic approach, the quality of education is a combination of key components of learning outcomes that meet the educational needs of students, society, clients, or compliance with the expected quality level of participants in the learning process. services provided by the educational institution.

Hariduse võimalikud mõjuvaldkonnad-seosed:

It is the development of new educational methods and tools with the goal of improving the quality of educational services, increasing interest in studying certain scientific areas, strengthening the conditions and approaches to educational management, which allows you to increase loyalty and attract more target audience, which is rather relevant in modern realities.

Hariduse tähendus, kui ette-teada vajalike teadmiste kogum, on muutumas:

Education, which was based on filling an individual with formal necessary knowledge, as noted by [1], has lost its relevance.

Ja siit, sugugi mitte sellise konnotatsiooniga, tuleb peamine vihje, miks see lugu siin oma koha leidis:

This necessitates educators managing and organizing teaching resources in accordance with related management methods, procedures, and rules, ensuring that the entire teaching process is normal and orderly, and that teaching resources are fully utilized, as well as the efficient and progressive realization of high-quality personnel training objectives.

Urazbaevna, N. R. (2022). Modern Approaches to The Organization of The Educational Process and Their PeculiaritiesEurasian Journal of Learning and Academic Teaching4, 40-43.